Decolonising Australian doctoral education beyond/within the pandemic: Foregrounding Indigenous knowledges

• DOI: 10.36615/sotls.v6i1.203
• Publication Date: 2022-04-29T23:09:30Z
• Authors: Catherine Manathunga; Jing Qi; Maria Raciti; Kathryn Gilbey; Sue Stanton; Michael Singh
• Keywords: Foregrounding; Traditional Knowledge; Praxis; Aotearoa; International Education

Global doctoral education has been particularly affected by the COVID-19 pandemic and Black Lives Matter movement, which have drawn attention to vast inequities faced black, cultural minority Indigenous peoples. These developments focused urgent on need de-homogenise Australian education. universities very slow create recognition accreditation programs for First Nations transcultural (migrant, refugee international candidates) knowledge systems, histories, geographies, languages practices in A significant body of research investigates universities’ candidates. However, few scholars sought trace links between individual personal candidate life histories large-scale government policy trends. This paper draws upon global decolonization praxis framework de Sousa Santos’ theories about cognitive justice epistemologies South fill this gap. Future aspects project will involve conducting an analysis, time mapping implement key approaches critically explore application three core – agency Country, power Story intergenerational, iterative intercultural knowledges